Diseño de recursos didácticos en entornos virtuales (EVA) para apoyar el Programa en la maestría en la enseñanza del inglés como lengua extranjera y bachillerato en ingés de la UCR y cursos de posgrado en educación de KU: estándares académicos para orientar el diseño instruccional, desarrollo e impartición de cursos en línea.
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2015
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Esta investigación tiene por objetivo exponer la utilidad que tiene la incorporación de recursos didácticos mediados por tecnología, donde específicamente se abordan los objetos de aprendizaje como materiales didácticos que pueden ser usados por los docentes de los niveles de bachillerato y de maestría tanto de la Universidad de Costa Rica.
La investigación se desarrolla en tres fases, siguiendo las diferentes fases del diseño instruccional como lo son: Fase uno: análisis y diseño; Fase dos: desarrollo e implementación; Fase tres: aplicación y validación por medio de cuestionario a alumnos, y profesores de pregrado y posgrado. Se analizaron los contenidos de los cursos tanto de maestría como de primer año de carrera para valorar su transformación a digital de muchos de los materiales. Además, se analizaron diferentes plataformas educativas como otros modelos como la página de apple y se decidió tomar el modelo de navegación de este. Se decidió en una estructura que pudiera dividir el contenido en partes pequeñas o en secciones o apartados para que su lectura fuera más eficiente. Por eso se hizo la sección “Previa”, la sección “instrucción” , la sección “Actividades” y las secciones “Recursos” y “Evaluación”.
Se seleccionaron a docentes y estudiantes de pregrado y postgrado del Programa en la Maestría en la Enseñanza del Inglés como Lengua Extranjera, Bachillerato en Inglés de la UCR. Su selección fue aleatoria por conveniencia ya que estaban más accesible para el investigador, más rápidos de reclutar y más fáciles de contactar. Los sujetos seleccionados fueron 16 docentes que equivale el 34 % de la población.
Algunas de las conclusiones de la investigación fueron las siguientes:
Se propone con el diseño de esta plataforma EVA , la creación de contextos de aprendizaje flexibles, en los que tenga cabida la diversidad y en los que las tecnologías pueden tener un lugar relevante para proporcionar respuestas didácticas en la práctica. Una de las grandes satisfacciones al crear la plataforma digital es el hecho que tanto profesores como alumnos estuvieron muy positivos ante la navegación y la forma como los contenidos eran presentados. Tanto estudiantes de pregrado (primer año) como de posgrado visualizaron la plataforma positivamente y de mucha ayuda tanto en el aula como fuera de ella. Hay una percepción por parte de los usuarios (profesores, alumnos) que la plataforma EVA es una valiosa herramienta para llevar a cabo las lecciones tanto en forma presencial como a distancia. Una nota importante de recalcar es que hay una voluntad por parte de los docentes de la Escuela de Lenguas Modernas de capacitarse en la integración de las TIC. Esto ayudará en la implementación de EVAs para futuras implementaciones y a su promoción en esta unidad académica. En futuras investigaciones es importante profundizar en el conocimiento, subjetividad y percepciones de todo los usuarios (profesores y estudiantes) en el uso de esta plataforma EVA y un seguimiento sistemático de las prácticas en el aula a través de metodologías cualitativas de corte etnográfico que permita interpretar las experiencias vividas tanto por profesores como alumnos mediante uso de entrevistas, grupos focales, etc.
ABSTRACT: This research aims to present the usefulness of the incorporation of resources through technology, which specifically addresses the learning objects as instructional materials that can be used by Baccalaureate and Masters professors from the University of Costa Rica. The research is developed in three phases following the different phases of the instructional design: Phase one: analysis and design; Phase two: development and implementation; and Phase three: implementation and validation by means of a questionnaire to students and teachers of undergraduate and graduate programs. The content of the courses were analyzed from both the master's program as well as the BA's first year courses in order to assess whether the digitization of many of the materials. In addition, different educational platforms were analyzed as other models like the apple site, and it was decided that said site would be the navigation model. A structure was selected that would divide the content into small parts or sections or components so that the reading process were more efficient. For this purpose, the sections “Preview”, “Instructions”, “Activities”, “Resources” and “Evaluation” were created. The teachers, undergraduate students of the BA in English and graduate students of the Master's Program in Teaching English as a Foreign Language, of the UCR were selected. Their selection was random based on convenience because they were accessible to the researcher, easily recruited, and easily contacted. The selected participants were 16 teachers which equals 34% of the population. Some of the conclusions of the research were the following: • With the design of this VE platform, the creation of flexible learning contexts is proposed, in which diversity is available and technologies can have a relevant place to provide the ongoing teaching answers. One of the great satisfactions of creating the digital platform is the fact that both teachers and students were very positive to the navigation and the way the contents were presented. Both undergraduate (first year) and graduate students viewed the platform positively and helpful both in and out of the classroom. The users (teachers, students) consider that the VE platform is a valuable tool to carry out the lessons both in the classroom and from home. An important point to emphasize is that there is a willingness on the behalf of the teachers of the School of Modern Languages to receive training in the integration of ICT. This will help the implementation of current and future of VEs, and its promotion in this academic unit. For future research, it is important to strengthen the knowledge, subjectivity, and perceptions of all the users (teachers and students) in the use of this VE platform and a systematic monitoring of classroom activities through qualitative methodologies following an ethnographic approach that allows to interpret the experiences from teachers and students through interviews, focus groups, etc.
ABSTRACT: This research aims to present the usefulness of the incorporation of resources through technology, which specifically addresses the learning objects as instructional materials that can be used by Baccalaureate and Masters professors from the University of Costa Rica. The research is developed in three phases following the different phases of the instructional design: Phase one: analysis and design; Phase two: development and implementation; and Phase three: implementation and validation by means of a questionnaire to students and teachers of undergraduate and graduate programs. The content of the courses were analyzed from both the master's program as well as the BA's first year courses in order to assess whether the digitization of many of the materials. In addition, different educational platforms were analyzed as other models like the apple site, and it was decided that said site would be the navigation model. A structure was selected that would divide the content into small parts or sections or components so that the reading process were more efficient. For this purpose, the sections “Preview”, “Instructions”, “Activities”, “Resources” and “Evaluation” were created. The teachers, undergraduate students of the BA in English and graduate students of the Master's Program in Teaching English as a Foreign Language, of the UCR were selected. Their selection was random based on convenience because they were accessible to the researcher, easily recruited, and easily contacted. The selected participants were 16 teachers which equals 34% of the population. Some of the conclusions of the research were the following: • With the design of this VE platform, the creation of flexible learning contexts is proposed, in which diversity is available and technologies can have a relevant place to provide the ongoing teaching answers. One of the great satisfactions of creating the digital platform is the fact that both teachers and students were very positive to the navigation and the way the contents were presented. Both undergraduate (first year) and graduate students viewed the platform positively and helpful both in and out of the classroom. The users (teachers, students) consider that the VE platform is a valuable tool to carry out the lessons both in the classroom and from home. An important point to emphasize is that there is a willingness on the behalf of the teachers of the School of Modern Languages to receive training in the integration of ICT. This will help the implementation of current and future of VEs, and its promotion in this academic unit. For future research, it is important to strengthen the knowledge, subjectivity, and perceptions of all the users (teachers and students) in the use of this VE platform and a systematic monitoring of classroom activities through qualitative methodologies following an ethnographic approach that allows to interpret the experiences from teachers and students through interviews, focus groups, etc.
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APRENDIZAJE, PLATAFORMAS VIRTUALES, RECURSOS EDUCACIONALES, ENSEÑANZA DE IDIOMAS, ENSEÑANZA A DISTANCIA, LEARNING, VIRTUAL PLATFORMS, EDUCATIONAL RESOURCES, LANGUAGE TEACHING, DISTANCE EDUCATION